This document discusses different aspects of curriculum, including: - Definitions of curriculum from various perspectives and how it relates to educational goals. - The types of curriculum such as child-centered, subject-centered, and integrated curriculum. - The components and nature of nursing curriculum specifically. - Factors that influence curriculum design like technological advances and societal needs.

1. GOOD MORNING

3. Curriculum
• Derived from Latin word -currere means run.
• Curriculum is runway for attaining the goals
of education.
• It considered as a blue print of an educational
programme.
• It is the base of education on which teaching –
learning process is planned and implemented.

4. CURRICULUM

5. CURRICULUM

6. • As per Florence Nightingale international
foundation -Curriculum is a systematic
arrangement of the sum total of selected
experiences planned by a school for a
defined group of students to attain the aims
of a particular educational programme.

7. Modern concept of curriculum
• Modern curriculum encompasses all the
meaningful and desirable activities outside
the school provided that are planned and
organized and used educationally.
• Curriculum is something more than textbooks
more than the subject matter and even more
than the course of study.

8. • According to the best modern educational
thought the whole life of school becomes the
curriculum which can touch the life of the
students at all points and help the
development of a balanced personality.

9. NURSING CURRICULUM
• It is the learning opportunities(subject matter)
and the learning activities(clinical experiences
and practices) that the faculty plans and
implement in various settings for a particular
group of students for a specified period of
time in order to attain the objectives.

10. NATURE OF CURRICULUM
1. Curriculum as objectives
2. Curriculum as subject matter
3. Curriculum as student experience
4. Curriculum as opportunities for students

11. Curriculum summarised as
• Dynamic and flexible
• Has a societal orientation
• Is oriented to life situation
• Has a positive attitude towards the need of
learners.
• Has a blending of ideal and realistic approaches
• Is depend on the philosophy and objectives.
• Is influences by technological and scientific
advancement.

12. NATURE OF NURSING
CURRICULUM
Nursing curriculum is
a. Health oriented
b. Flexible
c. Influenced by the developments in other health
care professionals
d. Influenced by transitional trends in nursing
education and nursing service
e. Influenced by policy decisions based on national
health policy.

13. CRITERIA FOR A CURRICULUM
1. Curriculum should cope with the knowledge
explosion and scientific advancement.
2. Curriculum should use all the teaching
personnel in the most efficient and economic
way.
3. Subject in the real form of community needs.
4. Curriculum should use the logical,precise and
effective technology
5. The curriculum should be consistent with the
theoretical framework.
6. The curriculum should enable the student to
do active practice.

14. CRITERIA FOR A
CURRICULUM- continue….
7. The curriculum should provide facilities for
testing the learned behavior in reality for the
students.
8. Curriculum should be as such to produce
graduates who are capable of being creative for
the next 15-20 years atleast.
9.The curriculum should be enriched with the
activities for professional and personal growth
of the learners.
10.The curriculum which is planned should spend a
reasonable length of time in order to accomplish
the goals.

15. COMPONENTS OF NURSING
CURRICULUM
1. Philosophy of nursing educational programme
2. Objectives of educational programme
3. Detail course plan for each course
Course plan includes placement, subjects,
alloted time for theory and practical, learning
experience,areas of clinical posting,teaching
learning method,class by nurse educators or
professionals etc,
4.Programme of evaluation
.

16. TYPES OF CURRICULUM
According to changes in the concepts and form of curriculum.
Types
1. Child centred curriculum
2. Activity curriculum
3. Experience curriculum
4. Undifferentiated curriculum
5. Basic education curriculum
6. Life centred curriculum
7. Correlated curriculum
8. Integrated curriculum
9. Official curriculum
10. Actual curriculum or institutional curriculum
11. Hidden curriculum
A

17. Child-Centered Curriculum
• It is also called learner-centered curriculum.
• The philosophy underlying this curriculum is that the
children is that the center of the educational process.
• This pattern of curriculum bases upon the abilities
and the interest of the learners and students have
experiences and diverse learning activities rather
than rote learning.
• Learner-centered classrooms focus primarily on
individual students’ learning.
• The teacher’s role is to facilitate growth by utilizing
the interests and unique needs of students as a guide
for meaningful instruction.

18. Teacher-Centered Curriculum
• In this curriculum, the focus is upon teacher’s
teaching skills and the way of delivery of the
content.
• It emphasizes the importance of transmitting of
knowledge, skills and information from a teacher
to students.
• A teacher is a center of knowledge and instills the
respect of authority and makes children aware of
their responsibilities.
• Teachers focus on making relationships with
students that are anchored in intellectual
explorations of selected materials.

19. Core Curriculum
• This type of curriculum emphasizes on the
total growth the of the pupil such as social,
emotional, moral, intellectual, physical and
spiritual and each learning experience aims at
the total growth.

20. Overt, Explicit, or Written Curriculum
• Written curriculum is simply that which is written
as part of formal instruction of schooling
experiences.
• It may refer to a curriculum document, texts,
films, and supportive teaching materials that are
overtly chosen to support the intentional
instructional agenda of a school.
• Thus, the overt curriculum is usually confined to
those written understandings and directions
formally designated and reviewed by
administrators, curriculum directors and teachers,
often collectively.

21. Integrated Curriculum
• An integrated curriculum implies learning that is
synthesized across traditional subject areas and
learning experiences that are designed to be
mutually reinforcing.
• This approach develops the child’s ability to
transfer their learning to other settings. It is a
unification of different subjects having
interrelating themes and concepts.
• Teacher teaches various subjects by using
integration techniques. For example, General
Science curriculum integrates concepts from
Physics, Chemistry, Biology, Geology and
Astronomy etc.

22. Subject-Centered Curriculum
• These types of curriculum give importance to training
pupils in particular subjects.
• Thus, the curriculum goes into the depth of the subject
that gives specialized knowledge to the learner.
• The specialist teacher is appointed to deal with the
subject in its analytical detail.
• Higher education is characterized by this subject-centered
curriculum.
• It leads to higher study, research, and experimentation of
individuals on the subject.
• This type of curriculum is more appropriate for students of
academic interest and creativity talents.

23. Broad Field or Holistic Curriculum
• Broad field curriculum is a modification of
subject centered curriculum.
• A broad field curriculum is a structure for
achieving educational outcomes that combines
related subjects into one broad field of study.
• The purpose of a broad field curriculum is to
highlight relationships between subjects and to
integrate the learning experience.
• The broad field design combines two or more
related subjects into a single broad field of study,
for example, social studies integrating all subjects
of history, geography, ecnomics, civics and
sociology.

24. Activity Centered Curriculum
• The type of curriculum that gives priority to active
learning of a subject may be known as an activity
curriculum.
• The verbal system of education neither suits the mental
need of the child nor the circumstances of life.
• It is the philosophy of Pragmatism behind this
curriculum which beliefs in learning to be practical,
useful, and work-oriented.
• Activity involvement in learning naturally gives better
results.
• Work is a natural and easier means of learning
anything. It is also the native and natural tendency of
children.

25. According to Olivia Bevis
Four types nursing curriculum
• The legitimate curriculum
• Illegitimate curriculum
• Hidden curriculum
• Null curriculum

26. The legitimate curriculum
• Agreed by faculty
• It is written into plans/not
• Approved by accreditation bodies
• Curriculum aknowledged by faculty.
• Generates the learning task,episodes,tests

27. • known and actively taught by faculty yet
not evaluated because descriptors of the
behaviors are lacking.
• Such behaviors include “caring,
compassion, power, and its use.
• Not suited for nursing
• Eg : IGNOU
ILLEGITIMATE CURRICULUM

28. HIDDEN CURRICULUM
• Refers to unwritten, unofficial, and often unintended
lessons, values and perspectives that students learn in
school.
• The concept is based on the recognition that students
absorb lessons in school that may or may not be a
part of the formal course of study
• It is the curriculum that communicate priorities,
relationships and values.
• .

29. Hidden cont…..
• It is the lessons that are taught informally and
usually unintentionally in a school system.
• Theses includes behaviours, perspectives and
attitudes that students pick up while they are
in school

30. THE NULL CURRICULUM
• Which is not taught.
• It is exist only in the heart and mind of
educators
• The null curriculum is a multi faceted concept
• The null curriculum is that contents which are
deliberately avoided in teaching sending the
students the message that theses are not
important.

31. • Teacher may avoid detailed description of
some topic.

32. Three facets of curriculum are
 Goals and purposes of education
 Process of curriculum
 Evaluation of products

33. The four C’ s of curriculum
planning
• Cooperative: A programme prepared jointly by group
of persons.
• Continuous: Preparation of programme and its revision
should be continuous.
• Comprehensive: All the components of the programme
should be included

34. Levels of curriculum planning
Goodland names curriculum in 3 levels.
 Societal
 Institutional
 Instructional

35. Societal curriculum
• This curriculum which is planned for a large
group or class of students, e.g BSc(N) It is
planned by groups outside of an educational
institution, e.g. National league for nursing.
• They are more immediately concerned with
General characteristics
Sequence
Implementation

36. • There is significant relationship between
curriculum and nature of society. According to
the needs of the society curriculum will be
changed

37. Institutional curriculum
• It is planned by faculty for a clearly identified
group of students who will spend a specified
period in a particular institution.
 Cooperative planning through curriculum
committee of the particular institution.

38.  More active participation of each teachers
generally brings about change and
improvement.

39. The instructional curriculum
• It consists of the content (subject matter and
learning activities) planned day by day and
week by week by a particular teacher for a
particular group of students.

40. Purposes ( Aims/ Objectives of
Curricuulum
1. To equip the learners through
bringing the desirable behavioural
changes in them.
2.To cope with and handle life
situations realistically, rationally without
sacrificing the humane principles.

41. 3. Help in Development of health personnel at all
levels.
• Preparation of respective health team members
specifically for the tasks they will be required to
perform in their respective job positions.
• Student's participation in curriculum
development.
• Planned curriculum helps to realise the
educational objectives.

42. 4. Curriculum is intended
• To draw out, cultivate, excite and inspire the
full development of each student.
• To create an atmosphere in which students
will learn to think; where faculty and students
will be critical enough to be objective,
constructive, truthful to solve the problems,
reason out and develop the power of thought.
• To establish values through intimate
acquaintance with the humanities, arts,
natural sciences, social sciences and religion.

43. • To develop the character of students, i.e.
integrity, honesty, judgment, cooperation,
friendliness and good will.
• To create a community of scholars where
research, curiosity, free enquiry and
advancement of knowledge takes place.
• To prepare the pupil for citizenship in a
democratic society where liberty, law, justice,
responsibility will takes place.

44. • To meet the needs of students with a wide range
of ability, aptitudes and interests.
• To discover the landmarks of human
achievement.
• It makes good decision and judgments in a
socially desirable direction.